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Democracy
Developing Autonomy and Positive Orientation throughChoices
Students become moreengagedand more task-focused when theyare trusted to make responsible decisions. Allow students freedom tomake choices about their learning. If students have freedom to makechoices then they will maximize their learningexperiences.
Choice generates curiosity and adventurous thinking.Choice creates momentum.Choice allows for more in-depth inquiry.Choice encourages independence and builds self-esteem.Choice makes learning matter for kids.Choice encourages metacognition and reflection.
Brad Buhrow & Anne Upczak Garcia. “Ladybugs, Tornadoes, SwirlingGalaxies.” Portland: Maine, 2006.
Trust students to choose work locations 
Give students a choice about where they can learn. After assigning aparticular task, teachers can let students choose where they willcomplete their set task. This may be in the library, a common sharedroom or somewhere other than their usual assigned desk. Studentsdevelop a sense of responsibility when they decide where to work.Elementary teachers may need to ask students to choose from a listof possible options. Teachers typically set explicit time limits forcompletion of the work and outline specific criteria for success.
Trust students to choose tasks 
Teachers can encourage responsible decision-making by trustingstudents to choose from a variety of academic tasks. Not all thestudents in the class have to be working on exactly the same
 
assignment at the same time. Provide a variety of learning options tostudents and let them decide on what they do. This allows them towork on something they are excited about and honors them aslearners, which builds trust and independence. Give students two orthree learning tasks to choose from and have then decide on whatthey work on. Telling students that they have to work on somethingout of compliance has no where near the same effect as lettingstudents choose a task that they connected to and interested in.
Trust students to choose how to use their time 
Give students a choice in what they want to do. Show students thatthey too have a say in their learning. Allow students to decide onwhat they want to do during those odd periods in the schedule.Brainstorm some options about what students want to do and theteacher becomes the observer, the ‘kid watcher’. Such an experienceas this provides an opportunity for the teacher to observe howstudents collaborate, cooperate, communicate, consolidate, connectand commit to their learning. Set aside a time once a week andoutline a few tasks that students could accomplish during that time.Clearly explain and describe the criteria to succeed and to achievetheir learning goal. At the end of that time, the teacher and studentscan examine how much the students accomplished. For the studentswho did not complete their task the teacher and student canconference on how to better manage time to be more effective andorganised.
Trust students to choose how to express their understanding 
Trust students to share and show their learning in their own way.Provide options for students to demonstrate their knowledge andunderstanding through their strengths. Teachers who know theirstudents and students who know themselves as learners can be moreeffective when expressing their understanding. Using multipleintelligence is an excellent way for students to identify their strengthsand weaknesses. Once students know how best they learn, they canthen share their work accordingly.
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